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Musical aptitude, working memory, general intelligence and plurilingualism: When adults learn to read fluently in a foreign language
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The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
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El proceso lector en español como lengua extranjera: fluidez lectora silenciosa y aptitud musical
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Perfiles de estudiantes universitarios con dificultades lectoras en el aprendizaje del español como lengua extranjera
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The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
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La competencia lectora del alumnado universitario en contexto AICLE
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 75-88 (2018)
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An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment
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In: All Graduate Theses and Dissertations (2017)
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Underlying skills of oral and silent reading.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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Abstract:
Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes.
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Keyword:
Oral reading; Phonological awareness; Rapid naming; Reading fluency; Silent reading; Visual attention span
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URL: https://doi.org/10.1016/j.jecp.2014.07.008
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Investigating eye-movement behavior during reading utilizing eye-tracking technology
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The Effect of Teacher Modeling on Reading Behaviors, Fluency and Comprehension
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Adult ESL Oral Reading Fluency and Silent Reading Comprehension
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In: Dissertations (2003)
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